She shares her own experience seeking a school environment that would better honor the natural pace of childhood- one not imposing the characteristics of academia more appropriate for middle and high schoolers onto children under the age of 10. Here’s an excerpt:

Instead of digging in sandboxes, today’s kindergartners prepare for a life of multiple-choice boxes by plowing through standardized tests with cuddly names like Dibels (pronounced “dibbles”), a series of early-literacy measures administered to millions of kids; or toiling over reading curricula like Open Court – which features assessments every six weeks.

How did we get so confused?

We’ve been told in no uncertain terms what is good for children, and yet we somehow completely misconstrued the message!

Reems of research show that early childhood presents crucial windows for optimum development. But from this opportunity, we’ve come to think that the most valuable learning we can impart during those crucial years is the most academic.

Why? Many think, and I agree, that this is the stuff that can be easily quantitatively measured. With our good intentions – to improve schools overall – we’ve lost sight of the very essential and foundational learning that comes through play and discovery, the learning that prepares a 4 and a 6 year old for the academics to follow.

We at Little Little Little company believe that preschool and school age children, now more than ever, need a variety of play experiences that empower and provide opportunities for trial and error, adventure and cooperation.

Children are wired for discovery! They need unstructured playtime with a few good, open ended “props” to promote their sense of wonder and honor their urge to explore.  It’s up to us parents, grandparents and neighbors to help carve out protected time for play, following the lead of the child.